Breakout 6: Mapping the Terrain of Analyzing Student Work
• Protocol to look a general sample of student work and go around the table describing what the work sample says about the students' growth or progress
• What you know about the student matters.
• Explore Entry 1 Requirements for analyzing student work
• Plan for artifacts that demonstrate growth
• Look at individual questions to explore how they might answer according to what they just experienced in the whip around protocol
• More conversation around Making Good Choices about selecting students to showcase
Some ideas and possible overview of the session: Jen
Explore the importance of student work in understanding how students should remain at the center of the portfolio entries.
Activities:
Protocol-whip around each person says something different about the work sample
Idea: additional facts about the student is revealed periodically changing the analysis of student work. Use a visual outline of the student add facts in the shape of puzzle pieces to about the student to visual (the student puzzle is never complete, we as educators add our own pieces to each student). Julie BINGO Game- specific information from Entry 1 http://www.nsrfharmony.org/protocol/learning_from_student_work.html Link to Critical Friends protocols on the National School Reform Site - Jen R
1. "What's the Goal?"- Exemplary teaching is not teaching by hope... it is intentional and part of a strategic routine. The analysis of student work is a skill that requires learning to look beyond the score. The three questions key to using student data effectively are:
What do students need to know and be able to do?
How will we know if students know it and can do it?
What will we do if students don't know it and can't do it?
If looking at student work were like a basketball game, one might see it as a player, a coach, and a spectator. All three of these people view the game from a different perspective. The player sees the game as a skill to be practiced and mastered, the spectator sees it as a routine or process ultimately leading towards an overall outcome (such as win or loss), and a successful coach must develop and question his or her own strategies while also learning what to look for. While the ultimate goal is to win, each participant in the game of basketball must know and understand what is important in order to follow the path to success.
Activity: What's the Goal?
Talk about the importance of a well crafted goal prior to planning meaningful lessons and assessing student progress towards them. Spend time looking at the video entry from Day Two. Use the handout to reflect on the goal and the rationale behind it as it relates to students.
2. "It's in the Data"- The answer to question #2 is IN THE DATA. The only way to answer the question "How will we know if students know it and can do it?", is to first be clear on what the students need to know and be able to do, and then search for the evidence in the data claims or denies it. The big idea here: Student Work Houses Data for Increased Teacher Understanding (Foster Walsh)
Activity: Using the Teacher Lens
Make a list of the things you look for when you look through your teacher lens at the student work you use to assess student progress in the entry you explored on Day Two.
Compare your list with a partner.
3. "The Art of Asking Questions"- (developed by Foster Walsh)
Part of the process of analyzing student work requires you to demonstrate and document student work and discuss how your analysis affects future instruction. In the Architecture of Accomplished Teaching, you are asked specifically to, "Evaluate student learning in light of the instructional goals." So what does this mean? It is a process of asking questions. Its what strategic readers do, and what exemplary teachers do when using student work to drive teaching decisions.
Four steps to analysis include:1) Describe- initial observations of the evidence; 2) Dialogue- asking questions in relation to the goals; 3) Diagnose-speculate on accomplishments and shortcomings; 4) Delineate- reflect on what it means.
Activity: The Collaborative Assessment Conference"-developed by Steve Seidel and Harvard Project Zero colleagues http://www.lasw.org
This protocol will require that a participant bring in a sample of student work, or one should be generated prior to completing this activity. All will benefit from this process, even if the student work sample is not their own.
Step 1:Getting Started
The group chooses a facilitator who will make sure the group stays focused on each step throughout the protocol.
Each participant receives a copy of the student work and a designated presenter states only the context in which it was created or the student
Participants observe the work in silence, making mental notes about aspects of it that they particularly notice. The facilitator does this as well.
Step 2: Describing the Work
The facilitator asks the group, "What do you see?'
Participants provide answers and everyone in the circle participates without making judgments about the quality of the work or their personal preferences.
If a judgment emerges, the facilitator asks for the evidence on which the judgment is based.
Step 3: Asking Questions about the Work
The facilitator asks the group, "What questions does this work raise for you?"
Participants state any question they have about the work, the student, the assignment, the circumstances under which the work was carried out, and so forth.
The presenter may choose to make notes about these questions, but does not respond to them now, nor is s/he obligated to respond at all, even in Step 5 during which time the presenter will speak.
Step 4: Speculating on Progress
The facilitator asks the group, "What do you think this student is working on?"
Participants, based on their observation of the work, make suggestions about the problems or issues that the student might have focused on in carrying out the assignment.
Step 5: Hearing from the Teacher
The facilitator invites the presenter to speak.
The presenter provides his/her perspective on the student's work, describing what s/he sees in it, responding (if s/he chooses) to one or more of the questions raised, and adding any other information that s/he feels is important to share with the group.
The presenter also comments on anything surprising or unexpected that s/he heard during the describing, questioning and speculating phases.
Step 6: Discussing Implications for Teaching and Learning
The facilitator invites everyone to share any thoughts they have about their own teaching, students' learning, or ways to support this particular student in future instruction.
Step 7: Reflecting on the Collaborative Assessment Conference
The group reflects on the experiences of or reactions to the conference as a whole or to particular parts of it.
Step 8: Thank the Presenter
The session concludes with acknowledgment of and thanks to the presenting teacher for sharing his/her student with the group.
Here are some Student Work Sample to use.. or I think Cheryl mentioned you had some as well. Taryl
Breakout 6: Mapping the Terrain of Analyzing Student Work
• Protocol to look a general sample of student work and go around the table describing what the work sample says about the students' growth or progress• What you know about the student matters.
• Explore Entry 1 Requirements for analyzing student work
• Plan for artifacts that demonstrate growth
• Look at individual questions to explore how they might answer according to what they just experienced in the whip around protocol
• More conversation around Making Good Choices about selecting students to showcase
Some ideas and possible overview of the session: Jen
Break Out 6 Notes.docx
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Entry 1 Overview.docx
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- 54 KB
Entry 1 Student Work Sample Planning & Reflection.docx
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- 64 KB
Entry 1 Student Work Sample Planning & Reflection 2.docx
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- 63 KB
HERE are some great resources for planning.. hope they are helpful..Taryl
Outcomes:
Explore the importance of student work in understanding how students should remain at the center of the portfolio entries.Activities:
Protocol-whip around each person says something different about the work sampleIdea: additional facts about the student is revealed periodically changing the analysis of student work. Use a visual outline of the student add facts in the shape of puzzle pieces to about the student to visual (the student puzzle is never complete, we as educators add our own pieces to each student). Julie
BINGO Game- specific information from Entry 1
http://www.nsrfharmony.org/protocol/learning_from_student_work.html Link to Critical Friends protocols on the National School Reform Site - Jen R
Articles: Using Data to Increase Student Acheivement, Step-by-Step by Nancy SindelarLearning to Look by Kathy Checkley
1. "What's the Goal?"- Exemplary teaching is not teaching by hope... it is intentional and part of a strategic routine. The analysis of student work is a skill that requires learning to look beyond the score. The three questions key to using student data effectively are:
If looking at student work were like a basketball game, one might see it as a player, a coach, and a spectator. All three of these people view the game from a different perspective. The player sees the game as a skill to be practiced and mastered, the spectator sees it as a routine or process ultimately leading towards an overall outcome (such as win or loss), and a successful coach must develop and question his or her own strategies while also learning what to look for. While the ultimate goal is to win, each participant in the game of basketball must know and understand what is important in order to follow the path to success.
Activity: What's the Goal?
Talk about the importance of a well crafted goal prior to planning meaningful lessons and assessing student progress towards them. Spend time looking at the video entry from Day Two. Use the handout to reflect on the goal and the rationale behind it as it relates to students.
2. "It's in the Data"- The answer to question #2 is IN THE DATA. The only way to answer the question "How will we know if students know it and can do it?", is to first be clear on what the students need to know and be able to do, and then search for the evidence in the data claims or denies it. The big idea here: Student Work Houses Data for Increased Teacher Understanding (Foster Walsh)
Activity: Using the Teacher Lens
Make a list of the things you look for when you look through your teacher lens at the student work you use to assess student progress in the entry you explored on Day Two.
Compare your list with a partner.
3. "The Art of Asking Questions"- (developed by Foster Walsh)
Part of the process of analyzing student work requires you to demonstrate and document student work and discuss how your analysis affects future instruction. In the Architecture of Accomplished Teaching, you are asked specifically to, "Evaluate student learning in light of the instructional goals." So what does this mean? It is a process of asking questions. Its what strategic readers do, and what exemplary teachers do when using student work to drive teaching decisions.
Four steps to analysis include:1) Describe- initial observations of the evidence; 2) Dialogue- asking questions in relation to the goals; 3) Diagnose-speculate on accomplishments and shortcomings; 4) Delineate- reflect on what it means.
Activity: The Collaborative Assessment Conference"-developed by Steve Seidel and Harvard Project Zero colleagues http://www.lasw.org
This protocol will require that a participant bring in a sample of student work, or one should be generated prior to completing this activity. All will benefit from this process, even if the student work sample is not their own.
Step 1:Getting Started
The group chooses a facilitator who will make sure the group stays focused on each step throughout the protocol.
Each participant receives a copy of the student work and a designated presenter states only the context in which it was created or the student
Participants observe the work in silence, making mental notes about aspects of it that they particularly notice. The facilitator does this as well.
Step 2: Describing the Work
The facilitator asks the group, "What do you see?'
Participants provide answers and everyone in the circle participates without making judgments about the quality of the work or their personal preferences.
If a judgment emerges, the facilitator asks for the evidence on which the judgment is based.
Step 3: Asking Questions about the Work
The facilitator asks the group, "What questions does this work raise for you?"
Participants state any question they have about the work, the student, the assignment, the circumstances under which the work was carried out, and so forth.
The presenter may choose to make notes about these questions, but does not respond to them now, nor is s/he obligated to respond at all, even in Step 5 during which time the presenter will speak.
Step 4: Speculating on Progress
The facilitator asks the group, "What do you think this student is working on?"
Participants, based on their observation of the work, make suggestions about the problems or issues that the student might have focused on in carrying out the assignment.
Step 5: Hearing from the Teacher
The facilitator invites the presenter to speak.
The presenter provides his/her perspective on the student's work, describing what s/he sees in it, responding (if s/he chooses) to one or more of the questions raised, and adding any other information that s/he feels is important to share with the group.
The presenter also comments on anything surprising or unexpected that s/he heard during the describing, questioning and speculating phases.
Step 6: Discussing Implications for Teaching and Learning
The facilitator invites everyone to share any thoughts they have about their own teaching, students' learning, or ways to support this particular student in future instruction.
Step 7: Reflecting on the Collaborative Assessment Conference
The group reflects on the experiences of or reactions to the conference as a whole or to particular parts of it.
Step 8: Thank the Presenter
The session concludes with acknowledgment of and thanks to the presenting teacher for sharing his/her student with the group.
Here are some Student Work Sample to use.. or I think Cheryl mentioned you had some as well. Taryl
4. "Practicing Analysis"